A dialectical view of curriculum changes in nursing training

• Autor(a) principal: Fernandes Biffe Peres, Cassia Regina
• Data de Publicação: 2018
• Outros Autores: Sanches Marin, Maria Jose, Iacida Soriano, Elaine Cristina, Silva Marques Ferreira, Maria de Lourdes da [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/S1980-220X2017038003397; http://hdl.handle.net/11449/186202
• topic: Education; Nursing; Curriculum; Unified Health System

Objective: To understand the contradictions involved in the process of curriculum reconstruction in the training of nurses, on the professors' perception. Method: Qualitative interpretative study, in which professors of nursing courses from three public and three private institutions were interviewed. The analysis was based on dialectical hermeneutics. Results: 21 professors participated in the study. The proposals of changes are associated with advances and resistances, since the extended view of the health-disease process is opposed to the biological view; the diversification of learning scenarios is confronted with the hegemony of the hospital scenario; the integration of teaching and service faces the inequality of participation of the parties; and integration between the basic and the clinical cycle finds resistance in the knowledge accumulated in each discipline. Conclusion: The contradictions found, although inherent to the change process, indicate that persistence and continuous movement towards curriculum reformulation are necessary.